• The Mathematical Education
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• v.56 no.4
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.

• Journal of People, Plants, and Environment
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• v.22 no.6
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• pp.621-628
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• 2019

The purpose of this study was to investigate the reliability and validity of the Korean version of the Connectedness to Nature Scale(K-CNS), which was translated from the Connectedness to Nature Scale(CNS) developed by Mayer and Frantz. For this study, questionnaires were conducted with a sample of 407 Korean citizens from various backgrounds and regions, with the ages ranging from 17 to 60. Exploratory factor analysis, internal consistency test and correlation checks were conducted on this questionnaires data. The results of exploratory factor analysis supported that the K-CNS has 10 items in a single factor. The internal consistency of the K-CNS was .880. The K-CNS was positively correlated to the NEP (New Environmental Paradigm), satisfaction with life, mental health, compassionate love, and negatively correlated to stress response. In addition, differences were found by group and age, but not by the gender. The K-CNS was higher in the natural-friendly group than in the general group. By age, the K-CNS scores was high in 40s and 50s than 10-39 years old.

• Health Policy and Management
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• v.4 no.2
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• pp.58-76
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• 1994

In order to study factors affecting the use of the ambulatory physician services. Andersen's model for health utilization was modified by adding the health behavior component and examined with three different approaches. Three different approaches were the multiople regression model, logistic regression model, and LISREL model. For multiple regression, dependent variable was reported illness-related visits to a physician during past one year and independent variables are variaous variables measuring predisposing factor, enabling factor, need factor and health behavior. For the logistic regression, dependent variable was visit or no-visit to a physician during past one year and independent variables were same as the multiple regression analysis. For the LISREL, five endogenous variables of health utiliztion, predisposing factor, enabling factor, need factor, and health behavior and 20 exogeneous variables which measures five endogenous variables were used. According to the multiple regression analysis, chronic illness, health status, perceived health status of the need factor; residence, sex, age, marital status, education of the predisposing factor ; health insurance, usual source for medical care of enabling factor were the siginificant exploratory variables for the health utilization. Out of the logistic regression analysis, health status, chronic illness, residence, marital status, education, drinking, use of health aid were found to be significant exploratory variables. From LISREL, need factor affect utilization most following by predisposing factor, enabling factor and health behavior. For LISREL model, age, education, and residence for predisposing factor; health status, chronic illess, and perceived health status for need factor; medical insurance for enabling factor; and doing any kind of health behavior for the health behavior were found as the significant observed variables for each theoretical variables.

• Journal of Distribution Science
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• v.13 no.9
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• pp.103-112
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• 2015

Purpose - This paper aims to provide a step-by-step approach to factor analytic procedures, such as principal component analysis (PCA) and exploratory factor analysis (EFA), and to offer a guideline for factor analysis. Authors have argued that the results of PCA and EFA are substantially similar. Additionally, they assert that PCA is a more appropriate technique for factor analysis because PCA produces easily interpreted results that are likely to be the basis of better decisions. For these reasons, many researchers have used PCA as a technique instead of EFA. However, these techniques are clearly different. PCA should be used for data reduction. On the other hand, EFA has been tailored to identify any underlying factor structure, a set of measured variables that cause the manifest variables to covary. Thus, it is needed for a guideline and for procedures to use in factor analysis. To date, however, these two techniques have been indiscriminately misused. Research design, data, and methodology - This research conducted a literature review. For this, we summarized the meaningful and consistent arguments and drew up guidelines and suggested procedures for rigorous EFA. Results - PCA can be used instead of common factor analysis when all measured variables have high communality. However, common factor analysis is recommended for EFA. First, researchers should evaluate the sample size and check for sampling adequacy before conducting factor analysis. If these conditions are not satisfied, then the next steps cannot be followed. Sample size must be at least 100 with communality above 0.5 and a minimum subject to item ratio of at least 5:1, with a minimum of five items in EFA. Next, Bartlett's sphericity test and the Kaiser-Mayer-Olkin (KMO) measure should be assessed for sampling adequacy. The chi-square value for Bartlett's test should be significant. In addition, a KMO of more than 0.8 is recommended. The next step is to conduct a factor analysis. The analysis is composed of three stages. The first stage determines a rotation technique. Generally, ML or PAF will suggest to researchers the best results. Selection of one of the two techniques heavily hinges on data normality. ML requires normally distributed data; on the other hand, PAF does not. The second step is associated with determining the number of factors to retain in the EFA. The best way to determine the number of factors to retain is to apply three methods including eigenvalues greater than 1.0, the scree plot test, and the variance extracted. The last step is to select one of two rotation methods: orthogonal or oblique. If the research suggests some variables that are correlated to each other, then the oblique method should be selected for factor rotation because the method assumes all factors are correlated in the research. If not, the orthogonal method is possible for factor rotation. Conclusions - Recommendations are offered for the best factor analytic practice for empirical research.

• Journal of Digital Convergence
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• v.6 no.2
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• pp.41-53
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• 2008

This research is to redefine the concept of Good School and to validate an effective Good Secondary School Scale in Kyung-gi Province and Seoul. As statistical methods, SPSS 13.0 and AMOS 5.0 were used. Item Analysis and Exploratory Factor Analysis(EFA) were conducted to test the reliability of items and the factor structure. And Confirmatory Factor Analysis(CFA) was conducted to test the validity and fitness of the Good School Scale. The outcomes are as follows: First, six factors(school environment, curriculum, teacher, school-based management system, director) will increase the good schooling effectiveness. Second, As a result of Confirmatory Factor Analysis(CFA), the goodness of fit indices(GFI AGFI, CFI, RMSEA) demonstrate statistically significance and fitness of the model. The final Good School Scale supports 6 Good School Factors obtained in main test. Therefore, we can say that this scale can be used as a valid instrument to measure a real Good Schooling Effectiveness at the secondary school situation in Korea.

• Journal of the Korea Safety Management & Science
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• v.26 no.1
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• pp.55-61
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• 2024

In this paper, in order to study the relationship between the safety culture of highway management agencies and disaster reduction activities (BCMS), a measurement tool was identified through previous research on safety culture, and the validity of the measurement tool was confirmed through exploratory factor analysis. I want to check. The subjects of the study were workers belonging to disaster reduction activity management system certification organizations among highway management organizations. The highway management agencies are the Korea Expressway Corporation, which manages the functional continuity of national highways nationwide, and 8 of the 21 private road agencies that manage the functional continuity of the highways. The safety culture measurement tool is an indicator that measures safety culture factors, and is reorganized by the researcher based on survey items from previous studies, with management/manager safety values and attitudes, safety communication, safety education and training, and safety regulations/management system as subfactors. A total of 24 questions were comprised of the survey tool. As a result of the study, the result of exploratory factor analysis was that the safety culture scale was extracted into four factors based on theoretical grounds, and the total cumulative variance was 80.360%. When checking the questions for each factor, it was found that all the questions loaded on the factor that was originally intended to be measured. Factor 1 is management, factor 2 is safety, and factor 3 is communication., Factor 4 was named education. Number of questions: 4 management questions, 3 safety questions, communication It consisted of 4 questions and 2 education questions.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.374-385
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• 2015

This purpose of study is to develop a dyslexia check list for students in middle and high school. To ensure the contents validity, researching related studies was conducted, and then factors and items were made under the 5 experts advisory. The pilot test was done on 265 students who are in middle and high school. To obtain the reliability, SPSS 21,0 was conducted as exploratory factor analysis and to confirm the goodness of fit test, AMOS 7.0 was done as confirmatory factor analysis. The results of study are as below, firstly, 8 measure factors and 34 items were ensured. Secondly, in exploratory analysis, Crombach ${\alpha}=.920$ was obtained, it was high value. Thirdly. in confirmatory factor analysis, the absolute fit index : GFI=.920, RMR=.057, RMSEA=.062 and incremental fit index : CGI=.960, TLI=.977 were ensured. Above results, the developed measurement tool for students in middle and high school in this study was confirmed as a suitable one.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.322-331
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• 2020

Purpose: The purpose of this study was to investigate the validity and reliability of the Korean Version of the Grit (Grit-K) scale for nursing students in Korea. Methods: The participants in the study were 277 nursing students. Their grit was verified by using self-reports and the results of a questionnaire. Grit was translated into Korean and its content validity was verified by five experts. The validity of the instrument was verified through item analysis, exploratory factor analysis, and confirmatory factor analysis. Reliability verification was analyzed by using internal consistency reliability. Results: Two factors were identified through exploratory factor analysis and six items of the original instrument were found to be valid. In the confirmatory factor analysis, the validity of the instrument was verified as the model. The internal consistency reliability was also acceptable and Grit was found to be an applicable instrument. Conclusion: This study shows that the Korean Version of the Grit Questionnaire is a valid and reliable instrument to assess nursing students in Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.321-330
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• 2019

Purpose: The purpose of this study was to analyze the validity and reliability of the personality measurement tool for nursing college students. Methods: Questionnaires were issued to 300 nursing students, with 275 eventually collected. The items were confirmed by validity experts. Construct validity was tested using exploratory factor analysis and confirmatory factor analysis. Reliability analysis was tested using Cronbach's ${\alpha}$. Criterion validity was tested by analyzing correlation with the college adjustment scale. Results: Eight factors were confirmed by exploratory factor analysis. Confirmatory factor analysis was used to confirm the model fit (Root-mean-square residual .03; Root-mean-square error of approximation .06; Comparative fit index .92); and convergent validity and discriminant validity were confirmed. In addition, the criterion validity was confirmed through correlation (r=.64, p<.001) with the college adjustment scale. The reliability of this tool was Cronbach's ${\alpha}$ .94. Conclusion: This tool can be used to measure personality in nursing education and can be used to develop and evaluate personality programs.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.